The elephant in the room - why are information skills not an essential part of the curriculum? - Barbara Band (LILAC 2018 keynote speaker)
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Presented at LILAC 2018
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The elephant in the room - why are information skills not an essential part of the curriculum? - Barbara Band (LILAC 2018 keynote speaker)
- 1. THE ELEPHANT IN THE ROOM - Why are Information Skills not an essential part of the curriculum? Barbara Band School Library, Reading and Literacy Consultant www.barbaraband.com info@barbaraband.com @bcb567
- 3. A ROSE BY ANY OTHER NAME? Librarian … Library Manager … LRC Manager … Head Librarian … Head of Library Services … Head of Information Resources … Learning Lounge Manager … info@barbaraband.com @bcb567
- 5. BARRIERS • Education system? • Teaching profession? • Information profession? • Technology? info@barbaraband.com @bcb567
- 7. MODELS • Super 3 • PLUS • Big 6 • Six Frames • Seven Faces • SCONOL Seven Pillars • 8Ws of Enquiry info@barbaraband.com @bcb567
- 8. TERMINOLOGY • Study skills • Academic skills • Digital literacy • Media literacy • Information literacy • Independent learning skills • Workplace skills info@barbaraband.com @bcb567
- 9. UNIVERSITY OF CAMBRIDGE ADMISSIONS OFFICE, 2013: Ideal A Level Candidate • Commitment to their chosen subject • Interest and aptitude • Ability to think independently and critically • Logical, problem-solving approach • Enthusiasm for challenging ideas • Motivation and organisation • Intellectual flexibility and curiosity info@barbaraband.com @bcb567
- 11. WHY IL SKILLS? • Efficiency and effective working • Reading and writing • Increased academic achievement • Managers of information • Decisions • E-safety • Fake news • Choices • Citizenship and democracy • Financial benefits info@barbaraband.com @bcb567
- 12. Moore, P. (1999). Revealing thinking: Teachers working together on information literacy “ … teachers were unaware that students may have problems with every step in the research process.” info@barbaraband.com @bcb567
- 13. LIBRARIANS v STUDENTS An EasyBib survey of librarians across the United States noted that: “36.1% of students entering college felt they had an advanced understanding of how to evaluate a website. Librarians, however, estimated that only 2% of entering college students had advanced website-evaluation skills.” https://online.cune.edu/defining-information-literacy/ info@barbaraband.com @bcb567
- 14. “First Findings of the Eurobarometer on fake news and online disinformation” European Commission, February 2018 info@barbaraband.com @bcb567
- 17. “The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools.” Purcell et al. (2013) • Looking for information that is hard to find – 78% poor or fair • Ability to evaluate information and recognise bias in online content – 71% poor or fair • Ability to assess quality and accuracy of online information – 61% poor or fair • Read and digest long or complicated texts – 69% • Navigate issues of fair use and copyright – 67% • Appropriately cite or reference – 57% info@barbaraband.com @bcb567
- 18. BRITISH LIBRARY/JISC Report, 2008 Information Behaviour of the Researcher of the Future “We think these (information) skills need to be incubated during the formative years of childhood: by university or college it is too late to reverse engineer deeply ingrained habits.” info@barbaraband.com @bcb567
- 20. International Federation of Library Associations and Institutions: Information Literacy Section Guidelines on Information Literacy for Lifelong Learning – “… the complete success of an information literacy program depends on the commitment at the institutional level.” info@barbaraband.com @bcb567
- 21. IT PROVISION • New technologies • Adequate IT facilities • Teacher’s knowledge info@barbaraband.com @bcb567
- 22. INFORMATION OVERLOAD • Time • Overload • Productivity • Poor strategies info@barbaraband.com @bcb567
- 25. All images public domain copyright free http://www.internetlivestats.com/